Recommending a book

LESSON: Module 2 Lesson 7

School:

Date:

“HELPING & HEROES”

Grade: 6

Number present:

Absent:

Learning

Objectives (s)

that this

lesson is

contributing

to

6.3.8.1- recount some extended stories and events on a limited range of

general and curricular topics

6.1.8.1- develop intercultural awareness through reading and discussion

6.4.1.1 - understand the main points in a growing range of short, simple texts

on general and curricular topics;

6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of

familiar general topics and some curricular topics

6.6.12.1 - use an increased variety of adverbs, including adverbs of degree

too, not enough, quite, rather on a growing range of familiar general and

curricular topics;

6.2.6.1- deduce meaning from context in supported extended talk on a range of

general and curricular topics;

Lesson

objectives

All learners will be able to:

identify all specific information in reading text and use most target

vocabulary accurately in production tasks with little support

Most learners will be able to:

identify some specific information in listening text and use some target

vocabulary and structure accurately in production tasks with support

Some learners will be able to:

identify most specific information in speaking and listening and use most

target vocabulary accurately in production tasks with support

Previous learning

adverbs of degree and too/enough

Plan

Planned timings

Planned activities

Excel Resources

Beginning the

lesson

• To identify the context of a dialogue and practise

pronunciation

Explain the task. Play the recording with pauses for Ss to repeat chorally or individually. Then Ss read the sentences and say what they think the dialogue is about (a book a person read)

• To listen and read for confirmation

Play the recording. Ss listen and follow the text in their books and find out.

Task 1. Listen and repeat. The sentences are from the dialogue between two friends.

1. How was weekend ? What did you read?

2. I am sorry about that. It was brilliant

3. What’s it about? Sounds excising.

4. Why don’t you borrow it from the school library?

Main

Activities

6.1.3.1

• To read for specific information and consolidate situational language through translation

Allow Ss time to read the dialogue and answer the

questions.

Elicit the L1 equivalents for the sentences in Ex. 1.

1. What type of book did bill read? He read a good classic book.

2. What was the book called? It was King Arthur and his Knights.

3. Did Bill like the book? Why? Bill liked this book because it was brilliant.

4. What was the book about? It was about a boy Arthur who pulled a sword out of a stone and become the king of Britain.

• Background information

King Arthur is a legendary British leader. He led the Knights of the Round Table at Camelot and had a magical sword called Excalibur.

• To learn synonymous phrases

Read out the sentences. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

There are: good, OK, brilliant, interesting, exciting, great.

• To act out a dialogue

Ask Ss to work in pairs and take roles and read out the dialogue. Pay attention to Ss’ rhythm and intonation and correct as necessary.

Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class.

Ann: Hi, Bill! How was your weekend?

Bill: Not so good. I was ill so I stayed at home.

Ann: I’m sorry about that.

Bill: That’s OK. I read a really good classic book.

Ann: What did you read?

Bill: The story of King Arthur and his Knights. It eas brillian.

Ann: really? What’s it about?

Bill: It has a really interesting plot. It’s about a boy, Arthur, who pulled a sword out of a stone and become the King of Britain.

Ann: Sounds exciting.

Bill: Why don’t you borrow it from the school library?

Ann: That’s a great!

• To practise role-playing

Explain the situation.

Remind Ss that they can use the dialogue in Ex. 2 as a model, as well as any ideas of their own to complete the task.

Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.

Ending the

lesson

Everyday English: exercise 3 at page 18. Workbook.

Reflection

Were the lesson objectives/learning objectives realistic? Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on

the left about your lesson.